Discuss the impact of Western influences on Chinese clothing throughout the 20th century. (Academic)

View video texts and magazines of Chinese tribal clothes. Summarize main ideas and key information for each tribe. (Academic)

View video texts or documentaries, and explain changes to Chinese clothing styles and how they reflect changes in Chinese society. (Academic)

Create a brochure on the evolution of clothing worn by one’s ethnic group or community as part of a cultural heritage education week. (Real-World)

Present with visuals the clothing styles of a Chinese minority group in China or an aboriginal tribe in Taiwan to explain how the clothing reflects their culture, social status, lifestyles, and geography. (Academic)

3.5 Students demonstrate understanding of the main idea and key details in authentic texts.

3.6 Students produce and present a written, oral, or signed (ASL) product in a culturally authentic way.

Post a description on a blog describing a favorite and least favorite Chinese fashion styles, and explain your preference. (Real-World)

Discuss how clothing styles and colors reflect politics and social status in ancient China. (Academic)

Design an outfit via drawing or computer graphic design inspired by the key features of the clothing styles of a dynasty for an online fashion webpage. (Real-World)

Compare the four Chinese embroidery styles. (Academic)

Create an illustrated poster or visuals that show 35 different ways clothing can be symbolic. Write a paragraph explaining each illustration, imitating the writing style in Chinese journals and magazines. Present to class. (Academic)

Choose a historical period from China and create a presentation to explain how clothing indicates people’s social status and membership in certain geographical locations and cultures. (Academic)

Culture
Ideas, attitudes, and values shape culture and language: from literature, the arts and science, to daily living practices, to shared traditions, and common patterns of behavior acceptable to a society.

World Language
Standard

Objective

3.0 Students determine appropriate responses to situations with complications.

3.1 Students use products, practices, and perspectives in culturally appropriate ways.

3.2 Students describe similarities and differences within the target cultures and among students’ own cultures.

3.3 Students describe how products and practices change when cultures come in contact.

Discuss the symbolic meanings of the animal prints/prints on clothing and hair wear in ancient China. (Academic)

Discuss how the characteristics of fashion styles change from east to west, and what it communicates about culture. (Academic)

Compare and contrast Chinese styles with those of the teenagers, especially Chinese immigrants, in California. Focus on what’s considered appropriate and acceptable attire for teenagers in both cultures. (Academic)

State an opinion on the changes of Chinese teenagers’ fashion styles in the 70’s, 80’s and today. (Academic)

Discuss the influences of neighboring countries (e.g., Japan and Korea) on the trends of teenage fashions in Chinese speaking countries. (Academic)

Discuss how key figures in 20th century China behaved culturally appropriately through readings and photographs. Example: students report on iconic people such as Sun Yatsen, Song Meiling, and Song Qingling, specifically, how they dressed when in China, Russia, Japan and in the United States. (Academic)

Predict how clothing in both the U.S. and China will evolve in the future, considering factors such as globalization, textile technology and fashion. (Academic)

Structure
Each language has unique structural elements and patterns used to convey meaning. These can be verbal or nonverbal (e.g., grammar rules and vocabulary, or gestures)

World Language
Standard

Objective

3.0 Students use knowledge of text structure to understand topics related to the external environment.